Mehdi Mirzaei

Gift authorship refers to adding someone to the author list without a substantial contribution, often enhancing their Curriculum Vitae (CV) without merit. This practice is widely regarded as research misconduct, undermining the integrity of scientific literature. The aim of this study was to investigate the determinants of gift authorship among faculty members in Iran, using Ajzen’s Theory of Planned Behavior (TPB) as the guiding framework. A descriptive cross-sectional study was conducted in 2024 among 223 faculty members from various faculties of Kermanshah University of Medical Sciences (KUMS), selected through convenience sampling. Data were collected via a self-administered questionnaire divided into four sections: demographic information, TPB constructs, behavioral experience, and perceived reasons for gift authorship. The validity and reliability of the questionnaire were established through expert evaluations and Cronbach’s alpha coefficient. Data analysis was performed using SPSS version 16, employing Pearson’s correlation and logistic regression. 42.1% of faculty members reported engaging in gift authorship. Perceived behavioral control (OR = 1.594, 95% CI [1.145–2.219]) and subjective norms (OR = 1.164, 95% CI [1.003–1.352]) significantly predicted gift authorship behavior. The model explained 33.1% of variance and correctly classified 76.2% of cases. The findings underscore the importance of social influences and perceived control in faculty members’ engagement in gift authorship, suggesting a need for promoting ethical authorship practices in academic settings.

Background Research ethics is crucial for protecting participants’ rights in medical studies. Although several studies have explored general awareness and attitudes toward research ethics among medical students, few have systematically examined the behavioral determinants of adherence to Research Ethical Codes (REC) using established theoretical models. This study addresses this gap by identifying the determinants of REC adherence among students at Kermanshah University of Medical Sciences (KUMS), applying the Theory of Planned Behavior (TPB) as a conceptual framework. Methods A descriptive-analytical study was conducted in 2024 among KUMS students. A cluster sampling approach was used, with structured questionnaires distributed to gather data on demographics and TPB constructs. Data were analyzed using SPSS, employing Pearson correlation and linear regression analyses. Results The study included 271 participants with a mean age of 23.99 years. The adherence level to ethical codes was 69.1%. The adjusted R² value was 0.352, indicating that 35.2% of the variance in adherence to REC behavior was explained by the model. Notably, attitude (B = 0.694, p < 0.001) and intention (B = 0.857, p = 0.002) were significant predictors. The highest adherence was for confidentiality (mean score = 4.04), while the lowest was for obtaining ethical approval before data collection (mean score = 2.68). Conclusions The findings indicate a 69.1% adherence to ethical research codes, with attitude and intention identified as key predictors of ethical behavior. These results emphasize the importance of targeted educational strategies to strengthen students’ commitment to ethical research practices.

Background and Objectives: Spiritual intelligence (SI) is a combination of many factors such as the capacity for transcendence, transcendental awareness, recognition of spiritual beings, and the use of spiritual resources to solve problems. This study aims to determine the SI of students in Kermanshah University of Medical Sciences (KUMS) and its relationship with demographic and educational factors. Methods: This descriptive-analytical study that was conducted on 318 students of KUMS in Kermanshah, Iran in 2017 who were selected using a random sampling method. The data were collected using a self-report questionnaire. Data were analyzed in SPSS software, version 16. Results: The Mean±SD of SI was 102.53±22.53. The students obtained 70.7% of the maximum obtainable score for SI. In overall, 75 students (25.3%) had low SI, 213(72%) had moderate SI, and 8(2.7%) had high SI. Older age had a significant relationship with SI (P=0.033). Conclusion: Most of students in KUMS have moderate SI. It can be improved by educational interventions.